The above questions address MA standards in Intro Physics 3.3, 3.4, and 3.1 respsectively
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
These standards are all met in the Heat and Heat Transfer unit.
d. What instructional activities did you use during the last school year to teach your students?
Students listened to lecture, performed heat transfer calculations and did a phase change and temperature recording laboratory activity.
Workshop 3 - Web 2.0 tools
<embed your video here>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Discuss - Students will think-pair-share their different experiences of how popcorn can be made using different methods of heat transfer. They will consider which method of heat transfer will work the fastest, or which will be the most efficient, and submit their hypotheses to the class google document.
google.com/drive
Procedural Knowledge Building
Record Data - Students will record the time it takes for popcorn kernels to pop a metal pan on a hot plate, in oil in the metal pan, and suspended above the hot plate (radiation). Students will record results on a class spreadsheet.
google.com/drive
Knowledge Expression
Students will generate images (either hand drawn or digitally) representing the times with respect to each method of heat transfer. These images will be shared using presentation software.
www.prezi.com
Stage 1 Activity: Introduction to Thermal Conductivity Objective: Students will be able to define thermal conductivity, and recognize that heat transfer between and temperature of two distinct objects are related but not synonymous.
Activity type: Observe - Students will draw conclusions based on a simple hands-on experience and then attend to a video describe their experience.
Instructions: Pairs of students will remove one metal bolt and one wooden peg from the same freezer. Given that the two objects begin at the same temperature, students will be prompted with the question "Which object feels colder?" The pairs of students will discuss why amongst themselves.
Online component:
Students will watch the following video describing thermal conductivity:
Classroom materials: 20 metal bolts, 20 wooden pegs, freezer (or bowl of ice water as an alternative)
Assessment:
Students will submit a ticket to leave answer the following questions:
How can one object feel colder than another object at the same temperature?
What is the difference between temperature and thermal conductivity?
Colleague's Comments: (Please post here)
Hi Rick, I like it! It's a simple and reinforcing activity for a concept that students have some conceptual challenge with. -Maura
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Students, please take a few minutes to complete the technology survey below. Click Here!
Heat Transfer Comic!
We have discussed the different types of heat transfer in class. You will create a comic strip that highlights the differences between the three types of heat transfer: conduction, convection and radiation. Here's an example for conduction:
Choose an object or a substance that commonly needs heat to be transferred to it (or from it), like the above train.
Create a comic strip on http://www.toondoo.com/ that shows the differences between the forms of heat transfer. The funnier the better!
Post a link to your comic strip on the class website.
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: Students will discuss various ways of heating a space, like a home, and compare and contrast their costs and benefits.
Assessment: Students will write a paragraph describing how their home is heated, what they would change about the way their home is heated and why, and how they might change the heating system if their home was different (larger/smaller, in a different location, underground, etc.)
Task: Using the five exposed sides of the box before you, discuss at your table what you think the sixth side could possibly say and why. The sixth term could be a topic that encompasses the other five terms, or a term just like the other five. Post your group’s suggestions to the google document.
Steps: Examine the black box. Privately, write down 5 words you think could be on the sixth side. Compare your 5 words with those of your table mates and justify your answers. Post your words on the google doc.
Materials: Scissors, glue, worksheets, google doc.
Objectives: Students will be able to describe how the force of gravity between the Earth and any object accelerates all objects at the same rate, regardless of mass. Students will demonstrate that unless a mass is sufficiently large, the acceleration due to the force of gravity between the object and the Earth is always 9.8 m/s2.
Standard: Introductory Physics
1.7 Describe Newton’s law of universal gravitation in terms of the attraction between two objects, their masses, and the distance between them.
Task: Students will be asked to compare the rates of free-fall of a piece of clay and a piece of paper. After discussing, students will be asked which factors affect how quickly something will fall. Students will then compare the free fall rates of various balls with different sizes and masses when dropped simultaneously. Students will then attend to a description of Galileo’s gravitation experiments, and watch video of objects dropped in a vacuum. Finally students will perform calculations using Newton’s law of universal gravitation with objects of various masses and compare the accelerations of each object.
Misconception:Scientific ideas are judged democratically based on popularity.
In Galileo's time, it was heresy to suggest that a brick and a feather would fall at the same rate. In fact, it is currently difficult to observe this idea in everyday life. But given that their are no other forces (friction) acting, we can demonstrate the unpopular opinion that objects of different masses fall at the same rate.
Materials: clay, paper, 20 balls of various masses and sizes (close to spherical), access to Google documents, bell jar, feather.
Procedure:
Opener (10 minutes):
Students answer the following question in their log book: Which object will fall more quickly; a piece of clay or a piece of paper?
After recording their responses, students think-pair-share their ideas to the class.
Teacher demonstrates that if the paper is crumpled into a ball, it falls at much the same rate as the clay and facilitates a brief discussion about air resistance and neglecting it.
Investigation (20-30 minutes):
Teacher asks students how we could test to see if the mass of an object affects how quickly it falls. Prompts students to consider objects of roughly the same shape (to mitigate air resistance differences).
Groups of three students pick various balls to test to see how quickly they fall. They can either be compared relative to each other (dropped at the same time) or recorded with a flip camera or frame-by-frame iPad app to show rates of descent.
Students report results of investigation on class website http://teacherweb.com/MA/MedfordHighSchool/MrRichter/apt1.aspx by either writing a paragraph summarizing their results or displaying and describing pictures or a video of their investigation.
Video (5 minutes):
Students will watch a video of gravity experiments in a vacuum, and see a demonstration of a feather and a piece of clay falling in a bell jar.
Feather and hammer on moon
Feather and coin at MIT
Calculations (10 minutes):
Students take the masses of their different balls and use Newton’s law of universal gravitation to calculate the force, and then the acceleration acting on each ball.
Grouping: Students will work in self-selected groups of three.
Web 2.0 Resources: See above links.
Assessment: Students will be assessed on their contributions to the page on the class website as well as their calculations on the Google document.
Workshop 7 - Lesson Plan Template
Lesson Plan: Conservation of Mechanical Energy
Your name: Rick Richter
Lesson Title: Bouncing Back - The Energy of a Bouncing Ball
Grade Level: Introductory Physics Grade 9
State Standards: Introductory Physics 2.1 Interpret and provide examples that illustrate the law of conservation of energy.
2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa.
Lesson Question: What types of energy conversion are there when a ball is dropped and it bounces back up? Is energy conserved?
Introduction: Why haven't we built a machine that can swing back and forth indefinitely? When I drop a tennis ball, why doesn't it bounce back to the height it was dropped from? Why do bumper cars ricochet off each other but actual cars tend to crumple in on one another? The answers to all of these questions are related. The law of conservation of energy states that energy cannot be created or destroyed, only converted from one form to another. We often talk about losing energy, or wasting energy, but where does it go? Is it really gone forever, or is it just hard to track down? In the following lesson, we will examine the law of conservation of energy, and try to figure out what happens to energy as it is transferred from one form to another.
Process (include all steps of the lesson procedure): Day 1: Introduction to Conservation of Energy (Elicit and Engage)
Opener: Students answer the following question in their log book: Will the Newton’s cradle (shown below) ever stop moving? Why or why not? (5 mins) Students will think-pair-share their responses for the class.
Watch Bill Nye video on conservation of energy with bowling ball pendulum. (3 mins)
Students attend to a lecture about gravitational potential energy, kinetic energy, and conservation of energy.
Students must complete Energy Check by the end of day 2
Day 2: Inquiry Activity
Opener: Record in your log book and then think-pair-share - What are the energy transfers that occur when a ball is dropped and the bounces? Is energy conserved?
Assessments: Day 3: Glogster Evaluation and Extension
You and your partners will create a glogster that will be evaluated on the following criteria:
Definitions of gravitational potential energy, kinetic energy, and conservation of energy.
Explanation of the energy transfers involved in dropping and bouncing a ball.
Photo/video documentation of your bouncing ball investigation.
Calculations of initial potential energy, final potential energy, and "efficiency" of one of the balls bounced in the lab.
A video from the web of energy being converted from one from to another form or forms. You must state
An estimate of how much energy the process begins with.
How much energy is lost, if any.
What form or forms the other energy is converted to.
Your glogster should be colorful and creative.
Conclusion:
At this point you should be able to describe potential energy, kinetic energy, and conservation of energy. While we have looked at simplistic forms of this in class, like bouncing balls, we can apply this to almost any other aspect of energy transfer in the real world. How does bouncing a ball relate to operating a flash light? Is energy conserved when we pop popcorn? If not, where does it go?
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Energy Check on ClassMarker
All answers complete and calculated correctly.
5/7 answers complete and correct
3/7 answers correct and complete.
0-3 answers correct and complete.
10%
Lab Data Sheet
Data sheet is neatly filled in with multiple trials for three different balls.
All calculations complete and correct.
Analysis questions complete and correct.
Data sheet is filled in with sufficient objects and trials.
Some calculations incomplete or incorrect.
Some analysis questions incomplete or correct.
Data sheet has insufficient objects or trials.
Most calculations incomplete or incorrect.
Most analysis questions incomplete or incorrect.
Data sheet is not complete.
No complete or correct calculations.
No complete or correct analysis.
20%
Energy Worksheet for Homework
Worksheet is entirely complete.
Worksheet is mostly complete.
Worksheet is half complete.
Worksheet is less than half complete.
10%
Glogster
Has accurate definitions.
Explains energy transfer during bouncing ball in detail.
Includes documentation of lab investigation.
Shows calculations of one ball from the lab.
Includes video and analysis of another example of energy conversion.
Is neat, colorful, and creative.
Glogster contains 4-5 of the required elements.
Glogster contains 2-3 required elements.
Glogster contains less than 2 of the required elements.
Workshop Wiki Page - Rick Richter
Workshop 2 - MCAS Assessments & Curriculum Mapping
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
13 (iron bar conducts heat), 19 (heat energy transferred from one object to another), 35 (popcorn heated by which method of heat transfer)b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
The above questions address MA standards in Intro Physics 3.3, 3.4, and 3.1 respsectivelyc. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
These standards are all met in the Heat and Heat Transfer unit.d. What instructional activities did you use during the last school year to teach your students?
Students listened to lecture, performed heat transfer calculations and did a phase change and temperature recording laboratory activity.Workshop 3 - Web 2.0 tools
<embed your video here>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Stage 1 Activity: Introduction to Thermal Conductivity
Objective:
Students will be able to define thermal conductivity, and recognize that heat transfer between and temperature of two distinct objects are related but not synonymous.
Activity type:
Observe - Students will draw conclusions based on a simple hands-on experience and then attend to a video describe their experience.
Instructions:
Pairs of students will remove one metal bolt and one wooden peg from the same freezer. Given that the two objects begin at the same temperature, students will be prompted with the question "Which object feels colder?" The pairs of students will discuss why amongst themselves.
Online component:
Students will watch the following video describing thermal conductivity:
Classroom materials:
20 metal bolts, 20 wooden pegs, freezer (or bowl of ice water as an alternative)
Assessment:
Students will submit a ticket to leave answer the following questions:
- How can one object feel colder than another object at the same temperature?
- What is the difference between temperature and thermal conductivity?
Colleague's Comments: (Please post here)Hi Rick,
I like it! It's a simple and reinforcing activity for a concept that students have some conceptual challenge with. -Maura
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Students, please take a few minutes to complete the technology survey below.Click Here!
Heat Transfer Comic!
We have discussed the different types of heat transfer in class. You will create a comic strip that highlights the differences between the three types of heat transfer: conduction, convection and radiation. Here's an example for conduction:
Workshop 6 - Scientific Investigations
Black Box InvestigationObjective: Students will discuss various ways of heating a space, like a home, and compare and contrast their costs and benefits.
Assessment: Students will write a paragraph describing how their home is heated, what they would change about the way their home is heated and why, and how they might change the heating system if their home was different (larger/smaller, in a different location, underground, etc.)
Task: Using the five exposed sides of the box before you, discuss at your table what you think the sixth side could possibly say and why. The sixth term could be a topic that encompasses the other five terms, or a term just like the other five. Post your group’s suggestions to the google document.
Steps: Examine the black box. Privately, write down 5 words you think could be on the sixth side. Compare your 5 words with those of your table mates and justify your answers. Post your words on the google doc.
Materials: Scissors, glue, worksheets, google doc.
Objectives: Students will be able to describe how the force of gravity between the Earth and any object accelerates all objects at the same rate, regardless of mass. Students will demonstrate that unless a mass is sufficiently large, the acceleration due to the force of gravity between the object and the Earth is always 9.8 m/s2.
Standard: Introductory Physics
1.7 Describe Newton’s law of universal gravitation in terms of the attraction between two objects, their masses, and the distance between them.
Task: Students will be asked to compare the rates of free-fall of a piece of clay and a piece of paper. After discussing, students will be asked which factors affect how quickly something will fall. Students will then compare the free fall rates of various balls with different sizes and masses when dropped simultaneously. Students will then attend to a description of Galileo’s gravitation experiments, and watch video of objects dropped in a vacuum. Finally students will perform calculations using Newton’s law of universal gravitation with objects of various masses and compare the accelerations of each object.
Misconception: Scientific ideas are judged democratically based on popularity.
In Galileo's time, it was heresy to suggest that a brick and a feather would fall at the same rate. In fact, it is currently difficult to observe this idea in everyday life. But given that their are no other forces (friction) acting, we can demonstrate the unpopular opinion that objects of different masses fall at the same rate.
Materials: clay, paper, 20 balls of various masses and sizes (close to spherical), access to Google documents, bell jar, feather.
Procedure:
- Calculations (10 minutes):
- Students take the masses of their different balls and use Newton’s law of universal gravitation to calculate the force, and then the acceleration acting on each ball.
- Students publish their results on the Google spreadsheet. https://docs.google.com/spreadsheet/ccc?key=0AtHu7hBid68adFV4VlJoTFRoeXJCbGlDaHpISEJmRkE&usp=sharing
Grouping: Students will work in self-selected groups of three.Web 2.0 Resources: See above links.
Assessment: Students will be assessed on their contributions to the page on the class website as well as their calculations on the Google document.
Workshop 7 - Lesson Plan Template
Lesson Plan: Conservation of Mechanical Energy
Your name: Rick Richter
Lesson Title: Bouncing Back - The Energy of a Bouncing Ball
Grade Level: Introductory Physics Grade 9
State Standards: Introductory Physics
2.1 Interpret and provide examples that illustrate the law of conservation of energy.
2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa.
Lesson Question: What types of energy conversion are there when a ball is dropped and it bounces back up? Is energy conserved?
Introduction: Why haven't we built a machine that can swing back and forth indefinitely? When I drop a tennis ball, why doesn't it bounce back to the height it was dropped from? Why do bumper cars ricochet off each other but actual cars tend to crumple in on one another? The answers to all of these questions are related. The law of conservation of energy states that energy cannot be created or destroyed, only converted from one form to another. We often talk about losing energy, or wasting energy, but where does it go? Is it really gone forever, or is it just hard to track down? In the following lesson, we will examine the law of conservation of energy, and try to figure out what happens to energy as it is transferred from one form to another.
Process (include all steps of the lesson procedure):
Day 1: Introduction to Conservation of Energy (Elicit and Engage)
- Students must complete Energy Check by the end of day 2
Day 2: Inquiry ActivityAssessments:
Day 3: Glogster Evaluation and Extension
You and your partners will create a glogster that will be evaluated on the following criteria:
Conclusion:
At this point you should be able to describe potential energy, kinetic energy, and conservation of energy. While we have looked at simplistic forms of this in class, like bouncing balls, we can apply this to almost any other aspect of energy transfer in the real world. How does bouncing a ball relate to operating a flash light? Is energy conserved when we pop popcorn? If not, where does it go?
Assessment Rubric
All calculations complete and correct.
Analysis questions complete and correct.
Some calculations incomplete or incorrect.
Some analysis questions incomplete or correct.
Most calculations incomplete or incorrect.
Most analysis questions incomplete or incorrect.
No complete or correct calculations.
No complete or correct analysis.
Explains energy transfer during bouncing ball in detail.
Includes documentation of lab investigation.
Shows calculations of one ball from the lab.
Includes video and analysis of another example of energy conversion.
Is neat, colorful, and creative.
and on task behavior
Resources:
Balls of various weights and sizes, meter sticks, gram scale, digital camera/video recorder, 8 laptops.
Hsu, Tom. CPO Phyics: A First Course
Classmarker: Energy Check
Bill Nye: The Science Guy
The Story of Kinetic and Potential Energy
glogster.com
Teacher Notes: